DucATioNAL  Publication  No.  98  Division  of  School  Inspection  No.  24 


High  School   Reorganization 


1925-26 


ptjblishbd  by 

The  State  Superintendent  of  Public  Instruction 

Raleigh,  N.  C. 


of  tfte 

Unibersiitp  of  Jgortf)  Carolina 


Wbi^  tioolk  toajs  pregenteti 

Co  SlC,o3.-n?:Xpt 


■Bf 


Educational  Publication  No.  98  '  Division:of  School  Inspection  No.  24 


High  School   Reorganization 


1925-26 


published  by 

The  State  Superintendent  of  Public  Instruction 

Raleigh,  N.  C. 


Digitized  by  the  Internet  Arciiive 

in  2011  witii  funding  from 

Ensuring  Democracy  through  Digital  Access  (NC-LSTA) 


http://www.archive.org/details/highschoolreorga1925nort 


TABLE  OF  CONTENTS 


PAGE 

,      .  --       5 

Introduction „ 

Reorganization  of  high  schools. -- 

Suggested  curricula  for  small  liigh  schools 

I.     Three-teacher  high  school 

II.     4-A.  Four-teacher  high  school  . 

(Without  Home  Economics,  Agriculture  or  Industrial  Arts) 1 1 

III.  4-B.   Four-teacher  high  school 

(Including  Smith-Hughes  Home  Economics)-.- 13 

IV.  4-C.   Four-teacher  high  school 

(Including  two  years  Smith-Hughes  Agriculture)  -  .  - 16 

V.     4-D.  Four-teacher  high  school 

(Including  two  years  Smith-Hughes  Home  Economics  and  two 

years  Smith-Hughes  Agriculture) - 18 

VI.     5-A.   Five-teacher  high  school 

(Without  Home  Economics,  Agriculture,  or  Industrial  Arts) 20 

VII.     5-B.   Five-teacher  high  school 

(Including  Smith-Hughes  Home  Economics) : 22 

VIII.     5-C.   Five-teacher  high  school 

(Including  four  years  Smith-Hughes  Agriculture) 24 

IX.     5-D.  Five-teacher  high  school 

(Including  Smith-Hughes  Home  Economics  and  Smith-Hughes 

Agriculture) - 

X.     6-A.   Six-teacher  high  school 

(Without  Home  Economics,  Agriculture,  or  Industrial  Arts) 28 

XI.     6-B.  Six-teacher  high  school 

(With  Smith-Hughes  Home  Economics  and  Smith-Hughes  Agri- 
culture)  

XII.     6-C.   Six-teacher  high  school 

(With  Commercial  Education) - ^3 

Additional  standards  for  accreditment.  - - ^^ 

Training  and  certification  of  high  school  teachers 


o 


INTRODUCTION 


Extensive  data,  bearing  on  the  high  schoo    situaUon  -  ^or^^^a  o^^^^ 
existed  in  the  school  year  1923-24,  were  collected  ^^^  tabulated  fo.  that  yea-     The^e 
facts  bear  on  the  organization  and  administration,  the  course  of  study  tt^^  teachmg 
nroiam   the  schedule  of  recitations  and  the  student  activities  of  571  high  schools 
rwMch'approxiniately  55,000  pupils  were  enrolled      ^he  facts  in  han^the^ 
lu  wiii>.      FF  school  effort  in  the  State  at  that  time. 

'T::^^:::^ii^:^^^^  ^^^^  teachers  were  called  upon  to  teach 
in  soTany  fields  that  adequate  preparation  was  impossible;  that  the  Prin^^^e  « 
nunn  electives  had  been  carried  so  far  that  there  was  a  clear  lack  of  contmmty  ot 
work  on  thlpart  of  the  students;  and  that  the  offerings  in  -arxy  schools  were  so 
Ttensive  and^varied  as  to  make  both  economical  administration  and  effective  work 

'Thete  lacts  were  thoroughly  studied  from  many  angles  and  in  the  light  of  modem 

The  college  executives  have  been  asked  to  make  '^^f'^^^^^jT^^ZT'lv^^^^^^ 
reouirements  and  some  of  them  have  already  made  the  modifications.  All  phases 
of  thriil'zation  scheme  were  presented  to  the  College  Comerence  in  Decem- 
ber 1925  This  conference  appointed  a  committee  to  consider  the  teacher  traimng 
phases  of  the  scheme.  This  committee  has  approved  in  principle  the  whole  program 
but  with  certain  reservations  as  to  details 

Out  of  this  extensive  investigation  and  long  «^^!^dy,  followed  by  a  series  ot  con 
ferences  involving  practically  all  the  administrative  «f^^^*^^2Tare  preparing 
of  high  school  work  and  all  the  institutions  of  higher  learnmg  that  are  PJ^eparing 
hgh  school  teachers,  has  been  evolved  this  plan  of  simplification  -d  -r^^^^^^^^^^^^ 
This  is  not  a  plan  that  is  suddenly  proposed  without  due  consideration,  but  one 
that  is  generally  approved  by  all  school  officials  who  have  ^o^^^^i^^-^d^J. 

It  is  reaUzed  that  there  are  still  many  difficulties  m  the  way.  Theie  ^«^«  doubt 
however,  that  if  the  spirit  of  co5peration  shown  so  far  by  all  P-^---^^^^^^^^^^^ 
be  continued  the.e  difficulties  can  be  fairly  met  and  overcome,  ^any  modifications 
will  doubtless  be  necessary,  but  they  can  be  made,  from  time  to  t"ne^-^^the  ne^^^^ 
becomes  apparent.  The  general  plan  holds  the  promise  of  far-reachmg  results. 
ItTnvoTves're  whole  scheme  of  rural  education  and  an  adequate  high  school  op- 
po  tu"^  for  all  the  children  of  the  rural  districts.  This  plan  involves  the  narrowing 
to  some  extent  of  the  high  school  curriculum.  When  weighing  the  comparative 
value  of  exLsive  foreign'language  study  against  the  value  of  home  ec^--^^^^^ 
vocational  agriculture,  it  seemed  wise  and  proper  to  limit  '^^^^^^Zl^  snhSs 
language  offered  in  order  that  there  might  be  more  room  for  those  other  subjects 
which  are  so  necessary  in  all  rural  high  schools 

This  simplification  scheme  also  makes  possible  many  ^f.^7^^^;.  J',  ^'.C^^^^ 
that  the  money  so  saved  may  be  invested  in  a  hif  er  type  of  -^trucUon  to  the  end 
that  all  high  school  work  will  be  more  thorough  and  effective.  This  w dl  W^^^^ 
higher  degree  of  concentration  in  a  few  fields  rather  than  a  wide  range  of  mdifferent 


effort. 


6  High  School  Reorganization 

This  bulletin  is  prepared  in  the  belief  that  it  will  be  of  assistance  to  county  boards 
of  education,  to  county  superintendents  and  to  the  high  school  principals  and 
teachers  in  the  rural  high  schools  in  making  their  schools  serve  better  the  purposes 
for  which  they  were  created. 

There  is  presented  here  a  program  of  studies  for  the  small  high  schools  with  from 
three  to  six  teachers.  Modified  programs  are  suggested  for  different  types  of  school 
within  each  class.  Under  the  provisions  of  section  8  of  the  school  code,  I  hereby 
approve  the  program  of  studies  for  each  several  class  and  type  of  school  as  set  forth 
in  these  outlines.  The  budget  for  the  vocational  work  is  now  made  under  the 
authority  of  sections  38  and  291  of  the  school  law.  If  certain  programs  of  study 
are  adopted  by  the  county  boards  of  education,  making  home  economics  and  agri- 
culture a  part  of  the  regular  high  school  course  of  study,  and  if  the  number  of  teachers 
is  kept  within  the  number  allowed  by  the  average  attendance  for  the  previous  year, 
the  budget  for  this  vocational  work  can  be  prepared  under  the  provisions  of  176-b. 

The  teaching  positions  in  all  these  fields  are  well  defined.  Teachers  now  em- 
ployed in  these  schools  will  find  their  work  limited  next  year  to  two  fields  of  instruc- 
tion. If  a  teacher  expects  to  continue  in  this  work  she  should  at  once  begin  further 
and  definite  preparation  for  the  two  fields  in  which  she  is  employed  to  work.  Sup- 
erintendents should  insist  that  teachers  begin  at  once  this  definite  preparation  to  the 
end  that  they  in  a  few  years  may  be  properly  prepared  to  carry  on  the  work  as  laid 
out.  In  employing  new  teachers,  superintendents  should  insist  from  the  outset 
that  these  teachers  come  with  the  specific  preparation  demanded  by  the  work  which 
they  mean  to  undertake. 

I  hereby  ask  the  continued  cooperation  of  all  people  interested  in  the  development 
of  rural  high  schools  until  we  can  offer  a  universal  high  school  opportunity  on  a 
high  level  of  efficiency  to  the  boys  and  girls  of  the  State. 

The  work  in  both  the  Division  of  Certification  and  in  the  Division  of  Inspection 
in  the  State  Department  of  Education  is  vitally  affected  by  this  reorganization. 
The  directors  of  these  two  divisions,  after  many  conferences  with  the  representatives 
of  the  institutions  of  higher  learning,  with  county  superintendents,  high  school 
principals  and  teachers  and  others,  have  prepared  this  bulletin. 


State    Superintendent    Public    Instruction. 


REORGANIZATION  OF  HIGH  SCHOOLS 


Our  public  high  schools  are  a  development  of  the  last  twenty  years.  During  this 
period  high  school  after  high  school  has  been  established;  the  enrollment  has  mounted 
year  after  year,  as  well  as  high  school  expenditures.  The  mere  multiplication  of 
high  schools  is  no  longer  a  primary  educational  concern  of  the  State.  Attention 
should  now  be  put  on  increasing  the  efficiency  of  our  high  schools  and  on  keeping 
their  cost  at  the  minimum.  This  calls  for  increased  attention  to  internal  organiza- 
tion and  to  the  quality  of  instruction. 

If  high  school  instruction  is  to  be  improved  and  high  school  cost  is  to  be  kept  at 
the  minimum,  three  agencies  must  work  together:  1.  County  Boards  of  Educa- 
tion, county  superintendents,  and  high  school  principals  and  teachers;  2.  the 
State  Department  of  Education  through  its  Divisions  of  Certification  and  In- 
spection; and,     3.     Teacher  Training  Institutions. 

1.  The  chief  responsibility  for  effecting  these  desired  ends  rests  on  county  boards 
of  education,  county  superintendents  and  high  school  principals  for  the  following 
reasons:  The  high  school  program  that  can  be  undertaken  by  a  community  is 
determined  by  the  number  of  high  school  teachers  the  community  can  pay  for 
without  sacrificing  other  educational  interests,  particularly  the  elementary  school. 
For  example,  if  a  community  can  pay  for  only  three  high  school  teachers,  then  the 
high  school  curriculum  adopted  should  be  such  as  can  be  carried  by  three  teachers. 
Similarly  if  a  community  can  pay  for  only  four  high  school  teachers,  then  the  cur- 
riculum adopted  should  be  such  as  can  be  carried  by  four  high  school  teachers. 
The  high  school  curriculum  to  be  adopted  in  each  instance  is  thus  to  be  determined 
by  the  number  of  teachers  that  can  be  employed. 

While  the  Division  of  Certification  has  safeguarded  high  school  instruction  through 
requiring  coUege  preparation  of  high  school  teachers,  there  has  been  no  guarantee 
that  teachers  preparing,  for  example,  to  teach  EngUsh  would  find  places  to  teach 
English.  However  carefully  high  schools  are  organized  there  will  always  be  a  few 
misfits,  but  if  our  high  schools  are  to  do  the  work  they  should  do  it  ought  to  be 
possible  for  teachers  to  prepare  for  given  kinds  of  school  work  and  then  be  able  to 
pursue  the  work  for  which  they  have  made  preparation.  The  main  responsibiUty 
for  effecting  this  desired  end  rests  again  with  the  local  employing  and  adminis- 
trative agencies.  When  a  given  curriculum  has  been  adopted  it  should  be  continued 
in  force  for  a  considerable  period  and  the  teaching  work  called  for  should  be  so 
organized  as  to  provide  reasonable  and  continuous  teaching  positions. 

It  follows  that  the  teachers  employed  should  be  teachers  whose  preparation 
quahfies  them  to  carry  forward  the  work  of  the  several  teaching  jobs  within  the 
given  school. 

2.  The  second  agency  involved  in  the  reorganization  of  our  high  schools  is  the 
State  Department  of  Education,  through  its  Divisions  of  Certification  and  In- 
spection. The  law  places  the  responsibility  on  the  State  Superintendent  of  ap- 
proving high  school  curricula.  Accordingly  the  following  curricula,  approved  by 
the  Superintendent  of  Public  Instruction,  have  been  prepared  for  high  schools  of 
different  sizes  and  the  adoption  of  some  one  of  these  curricula,  varying  with  the 
number  of  high  school  teachers  employed  and  the  needs  of  the  given  community, 
is  recommended  to  the  local  administrative  agencies.  In  connection  with  each 
curriculum  a  desirable  organization  of  the  school  is  suggested  and  the  teaching  jobs 
in  that  school  are  indicated. 


8  High  School  Reorganization 

The  law  imposes  upon  the  Division  of  Certification  the  certification  of  high  school 
teachers.  It,  therefore,  devolves  on  this  Division  to  require  hereafter  such  prepara- 
tion of  high  school  teachers  as  will  qualify  them'  to  undertake  the  different  types  of 
school  work  called  for  by  the  various  high  school  curricula  and  types  of  organization 
recommended.  Accordingly,  it  is  contemplated  that  teachers  will  be  certified  for 
specific  kinds  of  school  work  only.  By  so  doing  the  training  of  teachers  will  be 
related  to  the  actual  teaching  jobs  as  these  exist  in  the  high  schools  of  the  State. 

3.  The  third  agency  involved  in  the  reorganization  of  our  high  schools  is  our 
teacher  training  institutions.  With  local  administrative  and  supervisory  agencies 
adopting  curricula  and  providing  different  and  continuous  teaching  positions  in  our 
high  schools,  with  the  Division  of  Certification  requiring  definite  preparation  for 
each  different  type  of  high  school  position,  the  task  of  our  teacher  training  insti- 
tutions is  clear.  It  is  incumbent  on  them  to  offer  such  training  as  will  qualify 
teachers  to  meet  the  new  certification  requirements  and  at  the  same  time  to  meet  the 
duties  of  the  teaching  jobs  to  be  found  in  the  high  schools  of  the  State. 

With  these  three  agencies  working  together  our  high  schools  can  be  kept  at  a 
minimum  cost  and  their  efficiency  can  be  increased.  The  responsibility  of  each  of 
these  three  agencies  is  great  and  the  success  of  the  proposed  reorganization  of  our 
high  schools  depends  on  how  each  of  these  agencies  meets  its  responsibility. 

Director    of    Division    of   School    Inspection. 
April  20,  1926. 


SUGGESTED  CURRICULA  FOR  SMALL 
HIGH  SCHOOLS 


The  following  curricula  are  suggested  for  high  schools  ranging  from  3  ^o  6  teachers^ 
These  currilula  will  meet  the  needs  of  the  great  majority  of  the  high  schools  of  the 
l.te      In  hSh  Tchoo^s  having  more  than  six  teachers  the  needs  of  such  schools  are 
S  b    met  bythe  adlion  of  new  lines  of  instruction;  ^^r  ^^^f'J^r^rX^l 
into  such  schools  of  Smith-Hughes  trade  work,  music,  the  fine  arts  and  physical 
education,  each  calUng  for  a  teacher  of  high  special  trammg. 
I.     THREE-TEACHER  HIGH  SCHOOL 
(Average  Daily  Attendance,  45) 
A.    Suggested  Four- Year  Curriculum 


First  Year 
English  I 

Mathematics  I— Arith- 
metic and  Algebra- - 

History  I — Community 
Civics 

Science  I— General 


Periods  Credits 


Second  Year  Periods  Credits 

Enghshll 5  5 

Mathematics  II— Alge- 
bra   5  ^ 

History    II— Modern 

European ^  ^ 

Science  II— Biology 7  5 


22 


20 


22 


20 


Third  Year 
Enghsh  III 

Latin  I  or  French  I 

Electives  (two): 

Mathematics  III — 
Plane  Geometry 

Science  III— Physical 
Geography     M,    ■ 
Industrial  and  Com- 
mercial Geography  K 

History  III— Ancient 
and  Medieval 


Periods  Credits 


Fourth  Year 
English  IV 

Latin  II  or  French  II-  - 
History  IV— United 

States  History 

Science    IV— Physics.  . 


Periods  Credits 


20  or  22 


20 


22 


20 


B.     Suggested  Organisation 


Teacher  A 

English  I 

English  II 

Enghsh  III  or  IV 

Latin  I  or  French  I-- 
Latin  II  or  French  II- 


Periods  Per 
Week 
5 
5 
5 
5 
5 


Teacher  B 

History  I 

History  II 

History  III  or  IV- 
Mathematics  I  — 
Mathematics  II-- 


25 


Periods  Per 
Weeh 
5 
5 
5 
5 
5 

25 


10 


High  School  Reoeganization 


Teacher  C 

Science  I 

Science  II 

Science  III  or  IV- 
Mathematics  III- 


Periods  Per 
Week 
7 
7 
7 
5 


26 

One  of  the  teachers  employed  should  have  specialized  in  English  and  Latin  or  in 
English  and  French;  one,  in  History  and  a  second  field. 

The  school  may  elect  to  teach  either  Latin  or  French,  but  a  high  school  of  this 
size  should  not  offer  both  Latin  and  French. 

C.    Suggested  Daily  Schedule 


Pebiods 


Teacher  A 


Teacher  B 


Teacher  C 


8:45-9:00 


OPENING  EXERCISES 


9:05-9:50 

Latin  I  or  French  I 

History  II 

Science  I 
Recitation,  M.  W.  F. 
Laboratory,  T.  T. 

9:55-10:40 

English  III  or  IV 

Mathematics  II 

Science  I 
Laboratory,  T.  T. 

10:45-11:30 

History  I 

Science  III  or  IV 
Recitation,  M.  W.  F. 
Laboratory,  T.  T. 

11:35-12:20 

English  II 

Mathematics  I 

Science  III  or  IV 
Laboratory,  T.  T. 

12:20-1:00 


NOON  RECESS 


1:05-1:50 

English  I 

History  III  or  IV 

Science  II 
Recitation,  M.  W.  F. 
Laboratory,  T.  T, 

1:55-2:40 

Latin  II  or  French  II 

Science  If 
Laboratory,  T.  T. 

2:45-3:30 

Mathematics  III 

High  School  Reorganization 


11 


Each  recitation  period  must  be  50  minutes  in  length  with  45  minutes  in  the  clear, 
allowing  5  minutes  for  changing  classes.  It  is  necessary  to  have  45  minutes  for 
actual  class  work  in  each  recitation  period  in  order  that  a  subject  may  count  a  unit, 
which  is  120  clock  hours. 

The  hour  for  opening  school  is  merely  suggestive.  In  some  communities  it  may 
be  desirable  to  begin  the  school  day  at  8:30.  In  this  case,  allowing  15  minutes  for 
opening  exercises,  and  providing  for  50  minutes  in  each  recitation  period  with 
45  minutes  for  actual  class  work  and  a  five  minute  intermission  between  class  periods, 
the  school  day  will  close  at  3:30. 

It  is  seen  from  the  above  schedule  that  the  first  period  is  from  9-9:50;  the  second 
from  9:50-10:40;  the  third  from  10:40-11:30;  the  fourth  from  11:30-12:20;  the 
fifth  from  1-1:50;  the  sixth  from  1:50-2:40;  the  seventh  from  2:40-3:30. 

II.     4  A    FOUR- TEACHER  HIGH  SCHOOL 

(Average  DaUy  Attendance  70) 

A.     Suggested  Four- Year  Curriculum 

(Without  Home  Economics,  Agriculture,  or  Industrial  Arts) 

The  curriculum  suggested  for  a  fomr-teacher  high  school  without  home  economics, 
agriculture,  or  industrial  arts  is  the  same  as  that  suggested  for  the  three-teacher 
high  school.  The  additional  teacher  is  required  to  care  for  the  additional  enroll- 
ment; hence,  the  offering  can  be  no  larger  in  a  four  than  in  a  three-teacher  high 
school.  A  four-teacher  high  school  following  the  same  curriculum  may,  however, 
be  organized  somewhat  differently. 

First  Year  Periods  Credits  Second  Year  Periods  Credits 

English  I 5  5  English  II 5  5 

Mathematics  I — Arith-  Mathematics  II — Alge- 

metic  and  Algebra..  5  5  bra 5  5 

History  I — Community  History    II — Modern 

Civics 5  5  European 5  5 

Science  I — General 7  5  Science  II — Biology 7  5 


22 

20 

22 

20 

Third  Year                  Periods  Credits 

Fourth  Year 

Periods  Credits 

Enghsh  III 

5 

5 

5 
5 

EngUsh  IV.      -   -     - 

5 
5 

5 

Latin  I  or  French  I* 

Latin  II  or  French  II. 

5 

Electives  (two): 
Mathematics  III — 

Plane  Geometry 

Science  III — Physical 

Geography     3^ 

Industrial  and  Com- 

5 

5 

History  IV— United 

States  History 

Science  IV — Physics  .. 

5 

7 

5 
5 

mercial  Geography  3^ 
History  III — Ancient 
and  Medieval 

7 
5 

5 
5 

20 

or  22 

20 

22 

20 

*Only  one  foreign  language,  either  Latin  or  French,  may  be  offered  in  four-teacher  high  schools. 


12 


High  School  Reoeganization 


B.     Suggested  Organization 


Periods  Per 

Teacher  A  Week 

EngUshIB . 5 

English  II 5 

English  III 5 

English  lY 5 

Latin  I  or  French  I 5 

Latin  II  or  French  II 5 


Periods  Per 

Teacher  B  Week 

History  I  (2  sections) 10 

History  II 5 

History  III 5 

History  IV 5 

English  I  A 5 


Teacher  C 
Mathematics  I  (2  sections). 

Mathematics  II 

Mathematics  III 

Science  IV 


30 

Periods  Per 

Week 

10 

5 

5 

7 


Teacher  D 

Science  II 

Science  III 

Science  I  (2  sections). 


30 

Periods  Per 
Week 

7 

7 

14 


27 


28 


High  school  principals  and  teachers  should  assist  pupils  in  every  possible  way 
to  make  wise  choice  of  electives.  Electives  should  be  chosen  in  view  of  the  pupil's 
career.  If  the  pupil  expects  to  enter  college  he  should  elect  those  subjects  that  will 
be  needed  in  meeting  college  entrance  requirements. 

C.     Suggested  Daily  Schedule 


Periods 


Teacher  A 


Teacher  B 


Teacher  C 


Teacher  D 


8:45-9:00 


OPENING  EXERCISES 


9:05-9:50 

English  III 

History  II 

Science  IV 
Laboratory,  "M.  W. 

Science  I  A 
Recitation,  M.  W.  F. 
Laboratory,  T.  T. 

9:55-10:40 

Latin  I  or  French  I 

History  I  B 

Science  IV 
Laboratory,  M.  W. 
Recitation,  T.  T.  F. 

Science  I  A 
Laboratory,  T.  T. 

10:45-11:30 

English  IV 

History  I  A 

Mathematics  I  B 

Science  II 
Recitation,  T.  T.  F. 
Laboratory,  M.  W. 

11:35-12:20 

History  III 

Mathematics  I  A 

Science  II 
Laboratory,  M.  W 

High  School  Reorganization 
C.     Suggested  Daily  Schedule-Continued 


13 


12:20-1:00 


NOON   RECESS 


1:05-1:50 

English  II 

History  IV 

Mathematics  III 

Science  I  B 
Recitation,  M.  T.  T. 
Laboratory,  W.  F. 

1:55-2:40 

Latin  II  or  French  II 

English  I  A 

Mathematics  II 

Science  I  B 

Laboratory,  W.  F. 
Science  III 

Laboratory,  T.  T. 

2:45-3:30 

English  I  B 

Science  III 
Laboratory,  T.  T. 
Recitation,  M.  W.  F. 

For  suggestions  relative  to  length  of  recitation  periods  see  daily  schedule  for 
three-teacher  school. 

If  a  longer  lunch  period  or  noon  recess  is  desired,  the  time  for  beginning  the  fifth 
period  can  be  arranged  accordingly. 

III.     4-B     FOUR-TEACHER  HIGH  SCHOOL 

(Average  Daily  Attendance  70) 

A.     Suggested  Four- Year  Curriculum 

(Including  Smith-Hughes  Home  Economics) 

First  Year                    Periods  Credits                Second  Year                 Periods  Credits 

English  I 5  5  English  II 5  5 

Mathematics  I  — Arith-  Mathematics  II — Alge- 

metic  and  Algebra.  _  5  5                     bra 5  5 

History  I — Community  Electives  (two): 

Civics 5  5  History    II — Modern 

Home  Economics  I 10  5                     European 5  5 

or  Home  Economics  II 10  5 

Science  I — General 7  5  Science  II— Biology 7  5 

22  or  25       20  22-27       20 


14 


High  School  Reorganization 


Third  Year                 Periods  Credits 

Fourth  Year 

Periods  Credits 

EngUshlll - 

Latin  I  or  French  I* 

5 

5 

EngUsh  IV 

5 

5 

5 

5 

Latin  II  or  French  II  _ 

5 

5 

Electives  (two): 

History  IV— United 

Mathematics  III — 

States  History 

5 

5 

Plane  Geometry 

5 

5 

Science  lV — Physics. . 

7 

5 

Science  III — Physical 

Geography     K, 

Industrial  and  Com- 

mercial Geography  3^ 

7 

5 

History  III — Anc- 

ient and  Medieval  _- 

5 

5 

20-22 

20 

22 

20 

B. 

Suggested  Organization 

Periods 

Periods 

Teacher  A 

Per  Week 

Teacher  B 

Per  Week 

English  I  A . 

5 

History  I  (2  sections). 

10 

English  II 



5 

History  II 

5 

English  III . 

5 

History  III 

5 

EngUsh  IV 

5 

History  IV . 

5 

Latin  I  and  II  __  __ 

10 

English  IB .   . 

5 

or 
French  I  and  II 

10 

30 


30 


Periods 
Teacher  C  Per  Week 

Mathematics  I  (2  sections)..         10 

Mathematics  II 5 

Mathematics  III 5 

Science  III 7 

Science  IV 7 


Periods 
Teacher  D  Per  Week 

Science  I 7 

Science  II 7 

Home  Economics  I 10 

Home  Economics  II 10 


34 


34 


*A  four-teacher  school  following  this  curriculum  should  o  ffer  oiily  one  foreign  language,  either  French  or  Latin. 


High  School  Reorganization 
C.     Suggested  Daily  Schedule 


15 


Periods 


Teacher  A 


Teacher  B 


Teacher  C 


Teacher  D 


::45-9:00 


OPENING  EXERCISES 


9:05-9:50 

English  II 

History  IV 

Science  III 
Recitation,  M.  W.  F. 
Laboratory,  T.  T. 

Home  Economics  I 

9:55-10:40 

History  II 

Science  III 

Laboratory,  T.  T. 
Science  IV 

Laboratory,  W.  F. 

Home  Economics  I 

10:45-11:30 

English  I  A 

English  I  B 

Science  IV 
Laboratory,  W.  F. 
Recitation,  M.  T.  T. 

Home  Economics  II 

11:30-12:20 

Latin  I  or  French  I 

History  I  A 

Mathematics  I  B 

Home  Economics  II 

12:20-1:00 


NOON  RECESS 


1:05-1:50 

Latin  II  or  French  II 

History  III 

Mathematics  II 

Science  I 
Recitation,  M.  W.  F. 
Laboratory,  T.  T. 

1:55-2:40 

English  IV 

Mathematics  III 

• 

Science  I 

Laboratory,  T.  T. 
Science  II 

Laboratory,  M.  W. 

2:45-3:30 

English  III 

History  I  B 

Mathematics  I  A 

Science  II 
Laboratory,  M.  W. 
Recitation,  T.  T.  F. 

For  suggestions  relative  to  length  of  recitation  periods  see  daily  schedule  for 
three-teacher  school. 


16 


High  School  Reorganization 


IV.     4-C     FOUR-TEACHER  HIGH  SCHOOL 

(Average  Daily  Attendance  70) 
A.     Suggested  Four- Year  Curriculum 
(Including  Two  Years  of  Smith-Hughes  Agriculture) 


First  Year 
English  I 5 

Mathematics  I — Arith- 
metic and  Algebra  _  _         5 

History    I — -Com- 
munity Civics 5 

Agriculture  I 10 

or 

Science  I — General 7 


Periods  Credits 


22  or  25        20 


Second  Year 

English  II 5 

Mathematics  II — Alge- 
bra          5 

Electives  (two): 
History    II — Modern 

European 5 

Agriculture  II 10 

Science  II — Biology.-..         7 


Periods  Credits 


22-27       20 


Third  Year 
English  III 

Latin  I  or  French  I* 

Electives  (two): 

Mathematics  III — 
Plane  Geometry 

Science  III — -Physical 
Geography  }/2, 
Industrial  and  Com- 
mercial Geography  3^ 

History   III — Ancient 
and  Medieval 


Periods  Credits 


20  or  22       20 


Fourth  Year 
English  IV 

Latin  II  or  French  II.. 
History  IV — United 

States  History 

Science  IV — Physics 


Periods  Credits 


22 


20 


B.     Suggested  Organization 


Teacher  A 

English  I  A 

English  II 

English  III 

EnghshlV 

Latin  I  and  11.. 

or 
French  I  and  II. 


Periods 
Per  Week 
5 
5 
5 
5 
10 


10 


Teacher  B 
History  I  (2  sections). 

History  II 

History  III 

History  IV 

EngUsh  IB 


Periods 
Per  Week 
10 


30 


30 


'  A  iTosiNteaelMie  eebool  following  this  ourriculiuD  should  offer  only  one  ioreisD  language,  either  French  or  Lati 


Hicii  School  Ricokcanization 


17 


Periods 
Teacher  C  Per  Week 

Mathematics  I  (2  sections), _         10 

Mathematics  II 5 

Mathematics  III 5 

Science  III 7 

Science  IV 7 


Teacher  D 

Science  I 

Science  II 

Agriculture  I-- 
Agriculture  II- 


Periods 

Per  Week 

7 

7 

10 

10 


34 
C.     Suggested  Daily  Schedule 


34 


Periods 


Teacher  A 


Teacher  B 


Teacher  C 


OPENING    exercises 


9:05-9:50 

English  II 

History  IV 

Science  III 
Recitation,  M.  W.  F. 
Laboratory,  T.  T. 

Agriculture  I 

9:55-10:40 

History  II 

Science  III 

Laboratory  T,  T. 
Science  IV 

Laboratory,  W.  F. 

Agriculture  I 

10:45-11:30 

English  I  A 

English  I  B 

Science  IV 
Laboratory,  W.  F. 
Recitation,  M.  T.  T. 

Agriculture  II 

11:35-12:20 

Latin  I  or  French  I 

History  I  A 

Mathematics  I  B 

Agriculture  11 

NOON  RECESS 


1:05-1:50 

Latin  II  or  French  II 

History  III 

Mathematics  II 

Science  I 
Recitation,  M.  W.  F. 
Laboratory,  T.  T. 

1:55-2:40 

English  rV 

Mathematics  III 

Science  I 

Laboratory,  T.  T. 
Science  II 

Laboratory,  M.  W. 

2:45-3:30 

English  ni 

History  I  B 

Mathematics  I  A 

Science  II 
Laboratory,  M.  W. 
Recitation,  T.  T.  P. 

For  suggestions  relative  to  length  of  recitation  periods  see  daily  schedule  for 
three-teacher  school. 


18 


High  School  Reorganization 


V.     4-D     FOUR-TEACHER  HIGH  SCHOOL 

(Average  Daily  Attendance  70) 
A.     Suggested  Four- Year  Curriculum 
(Including  Two  Years  of  Smith-Hughes  Home  Economics  and  Two  Years 
of  Smith-Hughes  Agriculture) 


First  Year 
English  I 5 

Mathematics  I — Arith- 
metic and  Algebra  _  _         5 

History  I — Community 
Civics 5 

Home  Economics  I 10 

or 

Agriculture  I 10 


Periods  Credits 


Second  Year 
English  II 5 

Mathema  ics  II — Alge- 
bra          5 

Science  II — Biology 7 

Home  Economics  II 10 

or 
Agriculture  II 10 


Periods  Credits 


25 


20 


27 


20 


Third  Year 

EngUshlll 

Mathematics  III — 

Plane  Geometry 

or 
History  III — Ancient 

and  Medieval 

Latin  I  or  French  I*_  _ 
History  II — Modern 

European 


Periods  Credits 


Teacher  A 
English  I  B... 

English  II 

English  III.... 

English  IV 

Latin  I  and  II- 


Fourth  Year 
English  IV 

Latin  II  or  French  II  _ 
History     IV— United 

States  History 

Science  IV — Physics 


Periods  Credits 


20         20 


22 


20 


B.     Suggested  Organisation 


Periods 
Per  Week 
5 
5 
5 
5 
10 


Teacher  B 
History  I  (2  sections). 

History  II 

History  III 

History  IV 

English  I  A 


Periods 
Per  Week 
10 
5 
5 
5 
5 


French  I  and  II. 


10 


30 


30 


Teacher  C 
Mathematics  I  (2  sections). 

Mathematics  II 

Mathematics  III 

Agriculture  I 

or 
Agriculture  II 


Periods 

Per  Week 

10 

5 

5 

10 


10 


30 


Teacher  D 

Science  II 

Science  IV 

Home  Economics  I. 
Home  Economics  II. 


Periods 

Per  Week 

7 

7 

10 

10 


34 


'  A  four-teacher  school  following  this  curriculum  should  offer  one  foreign  language,  either  Latin  or  French. 


High  School  Reorganization 
C.     Suggested  Daily  Schedule 


19 


Periods  Teacher  A  Teacher 


Teacher  C 


Teacher  D 


8:45-9:00 


opening  exercises 


9:05-9:50 

English  III 

History  IV 

Agriculture  I  or  II 

Home  Economics  II 

9:55-10:40 

English  IV 

History  III 

Agriculture  I  or  II 

Home  Economics  II 

10:45-11:30 

English  I  B 

Mathematics  III 

Home  Economics  I 

11:35-12:20 

Latin  I  or  French  I 

History  I  A 

Mathematics  II 

Home  Economics  I 

12:20-1:00 


NOON  RECESS 


1:05-1:50 

Latin  II  or  French  I] 

History  I  B 

Mathematics  I  A 

Science  II 
Recitation,  M.  W.  F. 
Laboratory,  T.  T. 

1:55-2:40 

English  I  A 

Science  II 

Laboratory,  T.  T. 
Science  IV 

Laboratory,  M.  W. 

2:45-3:30 

English  II 

History  II 

Mathematics  I  B 

Science  IV 
Laboratory,  M.  W. 
Recitation,  T.  T.  F. 

For  suggestions  relative  to  length  of  recitation  periods  see  daily  schedule  for 
three-teacher  school. 


20 


High  School  Reorganization 


VI.     5-A    FIVE-TEACHER  HIGH  SCHOOL 

(Average  Daily  Attendance  100) 
A.     Suggested  Four-Year  Curriculum 
(Without  Home  Economics,  Agriculture,  or  Industrial  Arts) 


First  Year 
English  I 

Mathematics  I — Arith- 
metic and  Algebra.  _ 

History  I — Community 
Civics 

Science  I — General 

or 

Latin  I 


Periods  Credits 


20  or  22       20 


Second  Year 

Enghsh  II 

Mathematics  II — Alge- 
bra  

Science  II — Biology 

History  II — Modern 

European 

or 
Latin  II 


Periods  Credits 


22 


20 


Third  Year  Periods  Credits 

English  III 6  5 

Electives  (three): 

Mathematics  III — 

Plane  Geometry 5  5 

Science  III — Physical 
Geography     J^, 
Industrial  and  Com- 
mercial Geography  H         7  5 

History  III — Ancient 

and  Medieval 5  5 

Latin  III 5  5 

French  I* 5  5 


20  or  22       20 


Fourth  Year  Periods  Credits 

English  IV 5  5 

United  States  History 

IV 5  5 

Electives  (two): 

Science  IV — Physics 7  5 

Latin  IV 5  5 

French  II 5  5 


B.     Suggested  Organisation 


Periods 
Teacher  A  Per  Week 

EngUshll 5 

English  III 5 

Enghsh  IV 5 

French  I 5 

French  II 5 


20  or  22       20 


Periods 
Teacher  B  Per  Week 

Latin  I 5 

Latin  II ^ 5 

Latin  III 5 

Latin  IV 5 

Enghsh  I  (2  sections) 10 


25 


30 


Periods 
Teacher  C  Per  Week 

History  1(2  sections) 10 

History  II 5 

History  III 5 

History  IV 5 


25 


Periods 
Teacher  D  Per  Week 

Mathematics  1  (2  sections)--         10 

Mathematics  II 5 

Mathematics  III 5 


20 


'  A  student  not  taking  Latin  in  the  first  and  second  years  must  elect  French  in  the  third  and  fourth  years. 


High  School  Reorganization 


21 


.     Teacher  E 

Science  I 

Science  11,  _ 
Science  III_. 
Science  IV-- 


Periods 
Per  Week 
7 

7 
7 
7 


28 

Principals  and  teachers  should  assist  pupils  in  choosing  electives.  It  is  increas- 
ingly necessary  in  this  curriculum  since  the  range  of  electives  is  wider  than  in  smaller 
schools. 

C.     Suggested  Daily  Schedule 


Periods     Teacher  A      Teacher  B     Teacher  C      Teacher  D 


Teacher  E 


8:45-9:00 


OPENING  EXERCISES 


9:0.5-9:50 

English  II 

1 

Latin  IV 

Mathematics  III 

Science  I 
Recitation,  M.  W.  F. 
Laboratory,  T.  T. 

9:55-10:40 

English  III 

Latin  II 

History  IV 

Science  I 
Laboratory,  T.T. 

10:45-11:30 

Latin  I 

History  III 

Science  II 
Recitation,  M.W.F. 
Laboratory,  T.  T. 

11:35-12:20 

EngUsh  IV 

Latin  III 

History  I  A 

Mathematics  IB 

Science  II 
Laboratory,  T.  T  . 

12:20-1:00 


NOON  RECESS 


1:05-1:50 

French  II 

English  I  A 

History  II 

Science  III 
Recitation,  M.W.F. 
Laboratory,  T.  T 

1:55-2:40 

English  I  B 

Mathematics  II 

Science  III 

Laboratory,  T.  T 
Science  IV 

Laboratory,  M.  W. 

2:45-3:30 

French  I 

History  I  B 

Mathematics 
lA 

Science  IV 
Laboratory,  M.  W. 
Recitation,  T.  T.  F. 

For  suggestions  relative  to  length  of  recitation  periods  see  daily  schedule  for 
three-teacher  school. 


22 


High  School  Reorganization 


VII.     5-B     FIVE-TEACHER  HIGH  SCHOOL 

(Average  Daily  Attendance  100) 
A.     Suggested  Four- Year  Curriculum 
(Including  Smith-Hughes  Home  Economics) 

First  Year                   Periods  Credits                Second  Year                 Periods  Credits 

English  I 5  5  English  II 5  5 

Mathematics  I— Arith-  Mathematics  II— Alge- 

metic  and  Algebra.  _         5  5                    bra 5  5 

History  I— Community  Science  II— Biology 7  5 

Civics 5  5  History    II — Modern 

Science  I— General 7  5                    European 5  5 

or  or 

Home  Economics  I 10  5  Home  Economics  II.-.  10  5 


22 

or  25 

20 

Third  Year                  Periods  Credits 

Enghsh  III    -       .   -  -  - 

5 

5 

Latin  I  or  French  I* 

5 

5 

Electives  (two): 

Mathematics  III — 

Plane  Geometry 

5 

5 

Science  III — Physical 

Geography    H, 

Industrial  and  Com- 

mercial Geography  }4 

7 

5 

History  III — Ancient 

and   Medieval 

5 

5 

22  or  27       20 


Fourth  Year  Periods  Credits 

English  IV 5  5 

United  States  History  IV        5  d 

Science  IV — Physics 7  5 

Latin  II  or  French  II*.         5  5 


20  or  22         20 

B.     Suggested  Organization 


22 


20 


Teacher  A 
English  1  (2  sections). 

English  II 

EngUshlV 

Latin  I  or  French  I .  . 
Latin  II  or  French  II. 


Periods 

Per  Week 

10 

5 

5 

5 


Teacher  B 

Science  I 

Science  11.  _, 
Science  HI.. 
Science  IV.. 


Periods 
Per  Week 
7 
7 
7 
7 


30 


28 


Periods 
Teacher  C  Per  Week 

History  I  (2  sections) 10 

History  II 5 

History  III 5 

History  IV 5 

English  III 5 


30 


Periods 
Teacher  D  Per  Week 

Mathematics  I  (2  sections).  _         10 

Mathematics  II 5 

Mathematics  III 5 


20 


'  A  five-teacher  school  following  this  curriculum  should  offer  only  one  foreign  language,  either  Latin  or  French. 


High  School  Reorganization 


23 


Teacher  E 
Home  Economics  I. 
Home  Economics  II. 


Periods 
Per  Week 
10 
10 


20 
C.     Suggested  Daily  Schedule 


Periods 

Teacher  A 

Teacher  B 

Teacher  C 

Teacher  D 

Teacher  E 

8:45-9:00 

OPENING  EXERCISES 

9:05-9:50 

English  IV 

Science  I 
Recitation 

M.  W.  F. 
Laboratory,  T.T. 

Mathematics  III 

Home  Economics  II 

9:55-10:40 

Latin  I  or 
French  I 

Science  I 
Laboratory,  T.T. 

History  IV 

Home  Economics  II 

10:45-11:30 

Latin  II  or 
French  II 

Science  II 
Recitation, 
M.  W.  F. 
Laboratory,  T.  T. 

History  III 

Home  Economics  I 

11:35-12:20 

Science  II 
Laboratory,  T.  T. 

EngHsh  III 

Mathematics 
lA 

Home  Economics  I 

12:20-1:00 

NOON  RECESS 

1:05-1:50 

English  I  A 

Science  III 
Recitation, 
M.  W.  F. 
Laboratory,  T.  T. 

History  II 

Mathematics 
IB 

1:55-2:40 

English  I  B 

Science  III 

Laboratory,  T.T. 
Science  IV 

Laboratory,  M.W 

History  I  A 

Mathematics  11 

2:45-3:30 

English  II 

Science  IV 
Laboratory,  M.W 
Recitation, 
T.  T.F. 

History  I  B 

For  suggestions  relative  to  length  of  recitation  periods  see    daily  schedule  for 
three-teacher  school. 


24 


High  School  Reorganization 


VIII.     5-C     FIVE-TEACHER  HIGH  SCHOOL 

(Average  Daily  Attendance  100) 
A.     Suggested  Four- Year  Curriculum 
(Including  Four  Years  of  Smith-Hughes  Agriculture) 


First  Year 
English  I 5 

Mathematics  I — Arith- 
metic and  Algebra.  .         5 

History  I —  Community 
Civics 5 

Science  I — General 7 

or 

Agriculture  I 10 


Periods  Credits 


Second  Year 

English  II 5 

Mathematics  II — Alge- 
bra          5 

Science  II — Biology 7 

History    II — Modern 

European .       5 

or 
Agriculture  II 10 


Periods  Credits 


22  or  25       20 


25  or  27        20 


Third  Year 
English  III 5 

Agriculture  III  or 10 

Latin  I  or  French  I* 5 

Electives  (two): 

Mathematics  III — 

Plane  Geometry 5 

Science  III — Physical 
Geography  ]4, 
Industrial  and  Com- 
mercial Geography  3^2         7 

History  III — Ancient 

and  Medieval 5 


Periods  Credits 
5 


Fourth  Year  Periods  Credits 

English  IV 5  5 

United  States  History  IV  5  5 

Science  IV — Physics 7  5 

Latin  II  or  French  II*_  5  5 

or 

Agriculture  IV 10  5 


20-27       20 
B.     Suggested  Organization 

Periods 


Teacher  A 
English  I  (2  sections). 

Enghshll 

English  IV 

Latin  I  or  French  I  _  _ 
Latin  II  or  French  II. 


Per  Week 

10 

5 

5 

5 


Teacher  B 

Science  I 

Science  II.. 
Science  III . . 
Science  IV-- 


22  or  27       20 


Periods 
Per  Week 

7 
7 
7 
7 


30 


28 


Periods 
Teacher  C  Per  Week 

History  I  (2  sections) 10 

History  II 5 

History  III 5 

History  IV 5 

English  III 5 


30 


Periods 
Teacher  D  Per  Week 

Mathematics  I  (2  sections).  .         10 

Mathematics  II 5 

Mathematics  III 5 


20 


'  A  five-teacher  school  following  this  curriculum  should  offer  only  one  foreign  language,  either  Latin  or  French. 


High  School  Reorganization 


25 


Periods 
Teacher  E  Per  Week 

Agriculture  I  and  II 10 

Agriculture  III  and  IV 10 


20 
C.     Suggested  Daily  Schedule 


Periods     Teacher  A      Teacher 


Teacher  C     Teacher  D      Teacher  E 


8:45-9:00 


OPENING  EXERCISES 


9:00-9:50 

English  I  B 

Science  III 
Recitation, 
M.W.F. 
Laboratory,  T.  T. 

Agriculture  I  and  II 

9:55-10:40 

English  IV 

Science  III 
Laboratory.  T.  T. 

History  II 

Mathematics  IB 

Agriculture  I  and  II 

10:45-11:30 

Latin  I  or 
French  I 

Science  II 
Recitation 

M.W.F. 
Laboratory,  T.  T. 

History  I  B 

Mathematics 
I  A 

Agriculture  III 
and  IV 

11:35-12:20 

Latin  II  or 
French  II 

Science  II 
Laboratory,  T.  T. 

History  I  A 

Agriculture  III 
and  IV 

12:20-1:00 


NOON  RECESS 


1:05-1:50 

English  II 

Science  I 
Recitation 

M.W.F. 
Laboratory,  T.  T. 

History  IV 

Mathematics 
III 

% 

1:55-2:40 

Science  I 

Laboratory,  T.  T. 
Science  IV 

Laboratory 
M.W. 

History  III 

Mathematics  II 

2:45-3:30 

English  I  A 

Science  IV 
Laboratory, 

M.W. 
Recitation 

T.  T.  F. 

English  III 

For  suggestions  relative  to  length  of  recitation  periods  see  daily  schedule  for 
thre&-teacher  school. 


26 


High  School  Reorganization 


IX.     5-D     FIVE-TEACHER  HIGH  SCHOOL 

(Average  Daily  Attendance  100) 

A.     Suggested  Four- Year  Curriculum 

(Including  Smith-Hughes  Home  Economics  and  Smith-Hughes 

Agriculture) 


First  Year 

English  I_ 

Mathematics  I — Arith- 
metic and  Algebra- - 

History  II — Modern 
European 

Home  Economics  I 


Periods  Credits 


5 

10 


Agriculture  I 10 


25 


20 


Second  Year 

English  II 

Mathematics  II — Alge- 
bra  

Science  II — Biology 

Home  Economics  II- _ 


Periods  Credits 


5 

7 
10 


Agriculture  II 10 


25 


20 


Third  Year 
EngUshlll 

Latin  I  or  French  I* 


Periods  Credits 


Agriculture  III 10 

Electives  (two): 

Mathematics  III — 
Plane  Geometry 5 

Science  III — Physical 
Geography  J^, 
Industrial  and  Com- 
mercial Geography  J^        7 

History  III— Ancient 
and   Medieval 5 


20  or  27       20 


Fourth  Year 
English  IV 

United  States  History 
IV 

Science  IV-Physics 

Latin  or  French  II* 


Periods  Credits 


Agriculture  IV 10 


22  or  27       20 


B.     Suggested  Organization 


0  Periods 
Teacher  A                             Per  Week 

English  I  A 5 

English  II 5 

Englishlll 5 

EngUshlV 5 

Latin  I  or  French  I 5 

Latin  II  or  French  II 5 


Periods 
Teacher  B  Per  Week 

History  II  (2  sections) 10 

History  III 5 

History  IV -.  5 

EngUshIB 5 


30 


25 


Periods 
Teacher  C  Per  Week 

Mathematics  I  (2  sections)..         10 
Mathematics  II  (2  sections).         10 

Mathematics  III 5 

Science  IV 7 


32 


Periods 
Teacher  D  Per  Week 

Agriculture  I  and  II 10 

Agriculture  III  and  IV 10 

Science  III 7 


27 


'  A  five-teacher  high  school  following  this  curriculum  should  offer  only  one  foreign  language,  either  Latin  or  French. 


High  School  Reorganization 


27 


Periods 
Teacher  E  Per  Week 

Home  Economics  I 10 

Home  Economics  II 10 

Science  II 7 


27 


C.     Suggested  Daily  Schedule 


Periods 

Teacheb  a 

Teacher  B 

Teacher  C 

Teacher  D 

Teacher  E 

8:45-9:00 

OPENINQ  EXERCISES 

9:05-9:50 

English  III 

History  IV 

Mathematics 
II A 

Agriculture  I 
and  II 

Home  Economics  I 

9:55-10:40 

English  IV 

Mathematics 
III 

Agriculture  I 
and  II 

Home  Economics  I 

10:45-11:30 

Latin  I  or 
French  I 

English  I  B 

Mathematics 
lA 

Agriculture  III 
and  IV 

Science  II 
Recitation, 
M.  W.  F. 
Laboratory,  T.  T. 

11:35-12:20 

Latin  II  or 
French  II 

Mathematics 
IB 

Agriculture  III 
and  IV 

Science  II 
Laboratory,  T.  T. 

12:20-1:00 

NOOJ 

I  RECESS 

1:05-1:50 

English  lA 

History  II  B 

Mathematics 
II  B 

Science  III 
Recitation, 

M.  W.  F. 
Laboratory 

T.  T. 

Home  Economics  II 

1:55-2:40 

History  II  A 

Science  IV 
Laboratory 
M.W. 

Science  HI 
Laboratory 
T.T. 

Home  Economics  II 

2:45-3:30 

English  II 

History  III 

Science  IV 
Laboratory 

M.W. 
Recitation 
T.  T.  F. 

28 


High  School  Reorganization 


X.     6-A     SIX-TEACHER  HIGH  SCHOOL 

(Average  Daily  Attendance  130) 

A.     Suggested  Four- Year  Curriculum 

(Without  Home  Economics,  Agriculture,  or  Industrial  Arts) 


First  Year 
English  I 

Mathematics  I — Arith- 
metic and  Algebra.  . 

History  I — Community 
Civics 

Science  I — General 

or 

Latin  I 


Periods  Credits 


20  or  22       20 


Second  Year 

EngUshll 

Mathematics  II — Alge- 
bra  

Science  II — Biology 

History  II — Modern 

European 

or 
Latin  II 


Periods  Credits 


22       20 


Third  Year  Periods  Credits 

EngUshlll 5  5 

Electives  (three): 

Mathematics  III — 

Plane  Geometry 5  5 

Science  III — Physical 
Geography  }^,  In- 
dustrial and  Commer- 
cial Geography  J-^  or  7  5 

Science  V — Chemistry  'i  5 

History  III — Ancient 

and  Modern 5  5 

Latin  III 5  5 

French  I 5  5 


Fourth  Year  Periods  Credits 

EngUshlV 5  5 

History  IV- — United 

States 5  5 

Electives  (two): 
Mathematics  IV — Solid 
Geometry  and  Ad- 
vanced Algebra 5  5 

Science  IV — Physics 7  5 

Latin  IV 5  5 

French  II 5  5 


20  or  22       20 

B.   Suggested  Organization 


20  or  22       20 


Periods 
Teacher  A  Per  Week 

EngUsh  1  (2  sections) 10 

English  III 5 

English  IV 5 

French  I 5 

French  II 5 


Periods 
Teacher  B  Per  Week 

English  II 5 

Latin  I 5 

Latin  II- 5 

Latin  III 5 

Latin  IV 5 


30 


Periods 
Teacher  C  Per  Week 

History  I  (2  sections) 10 

History  II 5 

History  III 5 

History  IV 5 


25 


Periods 
Teacher  D  Per  Week 

Mathematics  IB 5 

Mathematics  II  (2  sections).         10 

Mathematics  III 5 

Mathematics  IV 5 


25 


25 


High  School  Reorganization 


29 


Periods 
Teacher  E  Per  Week 

Science  I  (2  sections) 14 

Science  III 7 

Science  IV 7 


28 


Periods 
Teacher  F  Per  Week 

Science  II  (2  sections) 14 

Mathematics  I  A 5 

Science  V 7 


C.     Suggested  Daily  Schedule 


26 


Periods 


Teacher  A 


Teacher  B 


Teacher  C 


Teacher  D 


Teacher  E 


Teacher  F 


8:45-9:00 


OPENING  exercises 


9:05-9:50 

English  lA 

Latin  II 

Mathematics 
III 

Science  IV 
Recitation 

T.T.F. 
Laboratory, 

M.W. 

Science  II  A 
Recitation, 

M.W.F. 
Laboratory, 

T.T. 

9:55-10:40 

Latin  I 

ffistorylll 

Mathematics 
II  B 

Science  IV 
Laboratory, 
M.W. 

Science  II  A 
Laboratory, 
T.T. 

10:45-11:30 

English  I  B 

Latin  III 

Mathematics 
IV 

Science  I  A 
Recitation, 

T.  T.  F. 
Laboratory, 

M.W. 

Science  II  B 

Recitation, 
M.  W.  F. 

Laboratory, 
T.T. 

11:35-12:20 

French  I 

Latin  IV 

History  I  B 

Mathematics 
II  A 

Science  I  A 
Laboratory 
M.W. 

Science  II  B 
Laboratory, 
T.T. 

NOON  recess 


1:05-1:50 

English  III 

English  II 

History  IV 

Science  I  B 
Recitation, 

M.  W.  F. 
Laboratory, 

T.T. 

Mathematics 
lA 

1:55-2:40 

French  II 

History  I  A 

Science  I  B 

Laboratory, 

T.T. 

*Science  III 

Laboratory, 

M.W. 

Science  V 
Laboratory, 
M.W. 

2:45-3:30 

English  IV 

History  II 

Mathematics 
IB 

Science  III 
Laboratory, 

M.W. 
Recitation, 

T.  T.  F. 

Science  V 
Laboratory, 

M.W. 
Recitation, 

T.  T.  F. 

*  The  experiments  in  each  of  the  sciences  appearing  in  this  schedule,  except  those  in  Science  III,  may  be  performed 
without  a  conflict,  as  indicated  below,  in  a  single  laboratory  room.  If  only  one  laboratory  is  available,  it  will  be  neces- 
sary to  care  for  Science  III  laboratory  work  in  one  of  the  classrooms.  The  nature  of  this  course  is  such  that  this  can 
be  done  satisfactorily. 


30 


High  School  Reorganization 

Science  Laboratobt  Schedule 


Periods 

Monday 

Tuesday 

Wednesday 

Thuesday 

9:05-9:50 

IV 

II A 

IV 

II  A 

9:55-10:40 

IV 

II  A 

IV 

II  A 

10:45-11:30 

lA 

II  B 

lA 

II  B 

11:35-12:20 

lA 

II  B 

lA 

II  B 

12:20-1:00 


NOON  RECESS 


1:05-1:50 

IB 

IB 

1:55-2:40 

V 

IB 

V 

IB 

2:45-3:30 

V 

V 

High  School  Reorganization 


31 


XI.     6-B     SIX-TEACHER  HIGH  SCHOOL 

(Average  Daily   Attendance  130) 
A.     Suggested  Four- Year  Curriculum 
(With  Smith-Hughes  Home  Economics  and  Smith-Hughes  Agriculture) 

Periods  Credits  Second  Year  Periods  Credits 


First  Year 
English  I 

Mathematics  I — Arith- 
metic and  Algebra.  _ 

History  I — Community 
Civics 

Electives  (one): 

Science  I — General 

Home  Economics  I 


7 
10 


Agricultm-e  I 10 


Second  Year 
English  II 

Mathematics  II — Alge- 
bra  

Science  II — Biology 

Elective  (one): 
History  II — Modern 

European 

Home  Economics  II 


5 
10 


Agriculture  II 10 


22  or  25       20 

Periods  Credits 


Third  Year 
Enghshlll 5 

Electives  (two): 
Mathematics  III — 

Plane  Geometry 5 

Science  III — Physical 
Geography   J^,    In- 
dustrial and  Commer- 
cial Geography  3^  or  7 
Science  V — Chemistry.         7 
History  III — Ancient 

and  Medieval 5 

Elective  (one): 

Latin  I  or  French  I* 5 

Agriculture  III 10 


Fourth  Year 
English  IV 5 

History  IV — United 

States  History 5 

Science  IV — Physics 7 

Elective  (one): 
Latin  II  or  French  II*_         5 
Agriculture  IV 10 


22  or  27       20 
Periods  Credits 


22-27       20 


22-27       20 


B.     Suggested  Organization 


Teacher  A 
Enghsh  I  (2  sections). 

EngUsh  III 

EngHshlV 

Latin  I  or  French  I_. 
Latin  II  or  French  II. 


Periods 

Per  Week 

10 

5 

5 

5 


Teacher  B 
History  I  (2  sections). 

History  II 

History  III 

History  IV 

English  II... 


Periods 

Per  Week 

10 

5 

5 

5 


30 

Periods 
Teacher  C  Per  Week 

Mathematics  I  (2  sections)..         10 

Mathematics  II 5 

Mathematics  III 5 

Science  III 7 


Teacher  D 

Science  I 

Science  II 

Science  IV... 
Science  V 


28 


30 

Periods 
Per  Week 

7 
7 
7 
7 

28 


'  In  a  six-teacher  high  school  following  this  curriculum  only  one  foreign  language  may  be  offered. 


32 


High  School  Reorganization 


Periods 
Teacher  E  Per  Week 

Home  Economics  1  (2  sec- 
tions)  .         20 

Home  Economics  II 10 


30 


Teacher  F 

Agriculture  I  and  II 

Agriculture  III  and  IV- 


Periods 
Per  Week 
10 
10 


20 


C.     Suggested  Daily  Schedule 


Periods    Teacher  A  Teacher  B   Teacher  C     Teacher  D     Teacher  E     Teacher  F 


8:45-9:00 


0PBNIN8  EXERCISES 


9:05-9:50 

English  III 

History  II 

Matheriatics 

Science  I 

Home  Eco- 

Agriculture I 

lA 

Recitation, 
M.W.  F. 

Laboratory, 
T.  T. 

nomics  II 

and  II 

9:55-10:40 

English  IV 

History 

Mathematics 

Science  I 

Home  Eco- 

Agriculture I 

lA 

III 

Laboratory, 
T.  T. 

nomics  II 

and  II 

10:45-11:30 

Latin  I  or 

Mathematics 

Science  II 

Home  Eco- 

Agriculture  III 

French  I 

IB 

Recitation, 
M.  W.  F. 

Laboratory, 
T.  T. 

noJiics  I  A 

and  IV 

11:35-12:20 

Latin  II  or 

History  I B 

Science  II 

Home  Eco- 

Agriculture III 

French  II 

Laboratory, 
T.  T. 

nomics  I  A 

and  IV 

12:20-1:00 


NOON  RECESS 


1:05-1:50 


1:55-2:40 


English  I  A 


History  III 


English  II 


Mathematics 
II 


Science  III 
Recitation, 

M.  W.  F. 
Laboratory, 

T.  T. 


Science  IV 
Recitation, 

M.  W.  F. 
Laboratory, 

T.  T. 


Science  IV 

Laboratory, 

T.T. 

Science  V 

Laboratory, 

M.W. 


Home  Eco- 
nomics I  B 


Home  Eco- 
nomics 1 1 


2:45-3:30 


English  I  B 


History  IV 


Science  III 
Laboratory, 
T.T. 


Science  V 
Laboratory, 

M.W. 
Recitation, 

T.  T.  F. 


For  suggestions  relative  to  length  of  recitation  periods  see  daily  schedule  for 
three-teacher  schools. 


High  School  Reorganization 


33 


XII.     6-C     SIX-TEACHER  HIGH  SCHOOL 

(Average  Daily  Attendance  130) 

A,     Suggested  Four- Year  Curriculum 

(With  Commercial  Education) 

First  Year                   Periods  Credits  Second  Year  Periods  Credits 

EngUshI 5  5  EngHsh  II 5  5 

Mathematics  I — Arith-  -  Mathematics  II— Alge- 

metic  and  Algebra--  5  5  bra 5  5 

History  I — Community  History    II — Modern 

Civics _ 5  5  European 5  5 

Science  I — General 7  5  Science  II — Biology 7  5 


22 

20 

Third  Year 

General                        Periods  Credits 

English  III 

5 

5 

Latin  I  or  French  I 

5 

5 

Electives  (two): 

Mathematics  III — 

Plane  Geometry 

5 

5 

Science  III — Physical 

Geography  J^, 

Industrial  and  Com- 

mercial Geography  }4 

7 

5 

History  III — Ancient 

and  Medieval 

5 

5 

20  or 

22 

20 

Fourth  Year 

General                        Periods  Credits 

EngHsh  IV-.. 

5 

5 

Latin  II  or  French  11. . 

5 

5 

History   IV— United 

States  History 

5 

5 

Science  IV — Physics--. 

7 

5 

22 


20 


Third  Year 

Commercial  Periods  Credits 

English  III 5  5 

Business  Arithmetic  ^4, 

Industrial  and  Com- 
mercial Geography  J^         5  5 

Typewriting  I 10  5 

Stenography  I 5  5 


25 


20 


Fourth  Year 

Commercial  Periods  Credits 

English  IV 5  5 

History  IV — United 

States  History 5  5 

Stenography  II 5  5 

Typewriting  II 5  2}i 

Office  Practice 5  23^ 


22 


20 


25 


20 


B.     Suggested  Organization 


Periods 
Teacher  A  Per  Week 

EngUsh  I  A 5 

EngHsh  II 5 

EngHsh  III 5 

EngHsh  IV 5 

Latin  I  or  French  I* 5 

Latin  II  or  French  II 5 


Periods 
Teacher  B  Per  Week 

History  I  (2  sections) 10 

History  II 5 

History  III 5 

History  IV 5 

EngHsh  I  B 5 


30 


30 


34 


High  School  Reorganization 


Periods 
Teacher  C  Per  Week 

Mathematics  I  (2  sections)—  10 
Mathematics  II  (2  sections).  10 
Business  Arithmetic 2J^ 


Periods 
Teacher  D  Per  Week 

Science  I  (2  sections) 14 

Mathematics  III 5 

Science  IV 7 


Teacher  E 
Science  II  (2  sections). 
Science  III 


22^ 

Periods 
Per  Week 
14 

7 


26 

Periods 
Teacher  F*  Per  Week 

Typewriting  I 10 

Stenography  I 5 

Stenography  II 5 

Typewriting 5 

Office  Practice 5 


21 


C.     Suggested  Daily  Schedule 


35 


Periods   Teacher  A  Teacher  B   Teacher  C 


Teacher  D 


Teacher  E 


12:20-1:00 


NOON  recess 


Teacher  F 


8:45-9:00 

OPENING  EXERCISES 

9:05-9:50 

English  IV 

History  IB 

Science  I  A 

Recitation, 

T.  T,  F. 

Laboratory, 

M.  W. 

Science  IIA 
Recitation, 

M.  W.  F. 
Laboratory, 

T.T. 

Typewriting 
I 

9:55-10:40 

Latin  II  or 
French 
II 

History  III 

Mathematics 
II  B 

Science  I  A 
Laboratory, 
M.  W. 

Science  II  A 
Laboratory, 
T.T. 

Typewriting 

I 

10:45-11:30 

Latin  I  or 
French  I 

History  I A 

Mathematics 
IB 

Science  IV 
Recitation, 

T.  T.  F. 
Laboratory, 

M.  W. 

Science  II  B 
Recitation, 

M.  W.  F. 
Laboratory, 

T.T. 

Office  Practice 
(11th  Grade) 

11:35-12:20 

English  III 

English  IB 

Mathematics 
II  \ 

Science  IV 
Laboratory, 
M.W. 

Science  II  B 
Laboratory, 
T.T. 

Typewriting  II 

1:05-1:50 

English  II 

Business  Arith- 
metic 

Science  I  B 
Recitation, 

T.  T.  F. 
Laboratory, 

M.W. 

Science  III 
Recitation, 
M.W.F. 
Laboratory, 
T.T. 

1:55-2:40 

English  I A 

History  II 

Science  I  B 
Laboratory, 
M.W. 

Science  III 
Laboratory, 
T.T. 

Stenography  II 

2:45-3:30 

History  IV 

Mathematics 
lA 

Mathematics 
III 

Stenography  I 

'  Teacher  F  must  be  a  well  trained  teacher  of  commercial  education. 


ADDITIONAL  STANDARDS  FOR  ACCREDITMENT 


So  essential  to  the  improvement  of  higli  school  eflBciency  is  the  adoption  of  a 
curriculum,  adopted  in  view  of  the  number  of  teachers  available,  the  organization  of 
the  school  so  as  to  provide  reasonable  and  continuous  teaching  positions,  and  the 
employment  of  teachers  in  view  of  the  requirements  of  those  teaching  positions,  that 
it  seems  advisable  to  enforce  gradually  the  following  additional  requirements  for 
accreditment: 

1.  The  high  school  should,  with  the  consent  and  approval  of  the  county  super- 
intendent, adopt  and  follow  one  of  the  curricula  suggested  in  this  bulletin,  the 
curriculmn  adopted  depending  in  each  case  on  the  needs  of  the  community  which 
the  school  serves  and  the  number  of  high  school  teachers  available. 

When  a  given  curriculum  has  been  regularly  adopted  by  the  school  committee  on 
recommendation  of  the  principal  and  approval  by  the  county  superintendent,  it 
should  not  be  changed  without  a  written  notice  to  the  State  High  School  Inspector, 
because  such  change  might  involve  the  rating  of  the  school. 

2.  The  high  school  should  be  organized  so  as  to  provide  reasonable  and  con- 
tinuous teaching  positions;  that  is,  organized  approximately  as  suggested  in  con- 
nection with  one  of  the  curricula  found  in  this  bulletin. 

3.  The  work  of  each  high  school  teacher  should  fall  within  the  two  fields  in  which 
the  given  teacher  holds  a  certificate  to  teach,  except  for  such  part-time  teachers  as 
may  be  allowed. 


TRAINING  AND  CERTIFICATION  OF  HIGH  SCHOOL 

TEACHERS 


The  reorganization  of  our  high  schools  calls  for  changes  in  the  training  and  cer- 
tification of  high  school  teachers.  In  almost  all  small  high  schools,  that  is,  high  schools 
having  from  three  to  six  teachers,  practically  all  teachers  should  be  prepared  to 
teach  in  two  fields.  Even  Home  Economics  teachers  and  teachers  of  Agriculture, 
unless  they  are  full-time  teachers,  should  be  prepared  to  teach  in  at  least  a  second 
field,  although  these  fields  are  usually  so  closely  related  to  the  major  preparation  of 
these  teachers  that  only  minor  modifications  are  required  in  their  usual  training. 
High  school  teachers  should  not  only  be  prepared  to  teach  in  two  high  school  fields, 
but  these  two  fields  should  be  such  as  to  permit,  in  view  of  the  requirements  of  the 
curriculum  adopted,  a  rational  organization  of  the  school. 

In  view  of  the  requirements  of  the  curricula  recommended  for  high  schools  of 
different  sizes,  and  the  suggested  organization  of  schools  adopting  a  given  curriculum, 
the  teaching  combinations  and  fields  are  as  follows: 

1.  English  and  Latin 

2.  EngUsh  and  French 

3.  History  and  one  of  the  following:     EngUsh,  Latin,  French,  Science,  Math- 

ematics 

4.  Science  and  Mathematics 

5.  Home  Economics 

6.  Agriculture 

7.  Commercial  Education 

This  whole  scheme  contemplates  the  issuance  of  high  school  teachers'  certificates 
based  on  combinations  or  groupings  of  high  school  subjects  as  set  forth  in  this 
bulletin.     This  will  probably  become  effective  as  of  July  1,  1928. 

The  minimum  training  to  prepare  teachers  for  each  of  the  foregoing  combinations 
and  fields  of  high  school  instruction,  effective  after  July  1,  1928,  should  be  approxi- 
mately as  follows: 

1.     English  and  Latin  Teacher* 

A.  General  Professional  Courses**  Semester  Hours 

1.  General  Psychology 3 

2.  Educational  Psychology 3 

3.  Principles  of  High  School  Teaching 3 

4.  Secondary  Education 3 

12 

B.  EngUsh 

1.  Academic  Courts — 

a.  Grammar,  Oral  and  Written  Speech  and  Literature 6 

b.  English  Literature 12 

c.  American  Literature 6 

24 


*For  each  certificate  graduation  from  an  A  grade  college  is  assumed. 
**Common  to  all  certificates. 


HiOH  School  Reorganization  37 

Semester  Hours 
2.  Sj^ecial  Professional  Courses — 

a.  Materials  and  Methods  in  High  School  English 3 

b.  Directed  Teaching  in  High  School  English  (including  obser- 
vation and  teaching  of  not  less  than  30  class  lessons)  —  ...-        3 

6 

C.  Latin 

1.  Academic  Courses — 

(Based  on  two  units  of  entrance  credit) *24 

2.  Special  Professional  Courses — 

a.  Materials  aind  Methods  in  High  School  Latin 3 

b.  Directed  Teaching  in  High  School  Latin  (including  obser- 
vation and  teaching  of  not  less  than  30  class  lessons) 3 

6 

Total  required t '^^ 

D.  Academic  Electives ^° 

Grand  total 120 

II.     English  and  French  Teacher 

Semester  Hours 
A-     General  Professional 12 

B.  English  (See  English-Latin  Teacher) 30 

C.  French 

1.  Academic  Coiu-ses — 

(Based  on  two  units  of  entrance) 24 

2.  Special  Professional  Courses— 

a.  Materials  and  Methods  in  High  School  French 3 

b.  Directed  Teaching  in  High  School  French  (including  obser- 
vation and  teaching  of  not  less  than  30  class  lessons) 3 

6 


Total  required —       ^^2 

D.    Academic  Electives ■ 48 


Grand  total 120 

HI.  Teacher  of  History  and  one  of  the  following:  English,  Latin,  French, 

Science,  Mathematics 

Semester  Hours 

A.  General  Professional 12 

B.  History 

1.  Academic  Courses — 

a.  Ancient  and  Medieval 6 

b.  Modem  European -  6 

c.  United  States  History  before  1850 6 

d.  United  States  History  after  1850 6 

e.  PoKtical  Science : 3 

f.  Economics 3 

g.  Sociology 6 

36 

*Additional  unit  of  entrance  work  reduces  requirements  by  sis  hours. 


38  High  School  Reokganization 

Semester  Hours 
2.  Special  Professional  Courses — 

a.  Materials  and  Methods  in  High  School  History 3 

b.  Directed  Teaching  in  High  School  History  (including  ob- 
servation and  teaching  of  not  less  than  30  class  lessons) 3 

6 

C.  Second  Field 

1.  Academic  Courses... . 24  to  36 

2.  Special  Professional  Courses — 

a.  Materials  and  Methods  in  Second  Field 3 

b.  Directed  Teaching  in  Second  Field  (including  observation 

and  teaching  of  not  less  than  30  class  lessons) 3 

6 

Total  required .. ..84  to  90 

D.  Academic  Electives 30  to  36 

Grand  total 120 

IV.     Science  and  Mathematics  Teacher 
* 

A.  General  Professional  Courses 12 

B.  Science 

1.  Academic  Courses — 

a.  Biology 12 

b.  Physics 12 

c.  Chemistry 6 

d.  Physical  Industrial  and  Commercial  Geography 6 


36 


2.  Special  Professional  Courses — 

a.  Materials  and  Methods  in  High  School  Science 3 

b.  Directed  Teaching  in  High  School  Science  (including  obser- 
vation and  teaching  of  not  less  than  30  class  lessons) 3 


C.     Mathematics 
1.  Academic  Courses — 
(Based  on  two  imits  of  entrance) 

a.  SoUd  Geometry  and  Trigonometry 6 

b.  College  Algebra 6 

c.  Analytic  Geometry 3 


15 


Special  Professional  Courses — 

a.  Materials  and  Methods  in  High  School  Mathematics 3 

b.  Directed  Teaching  in  High  School  Mathematics  (including 
observation  and  teaching  of  not  less  than  30  class  lessons )_..        3 


Total  required 75 

D.     Academic  Electives 45 


Grand  total . 120 


High  School  Reokganization  39 

V.     Home  Econoinics  Teacher 

Semester  Hours 

A.  General  Professional  Courses •      12 

B.  Home  Economics 

1.  Non-Professional  Courses — 

a.  Principles  of  Art  and  Design ._  3 

b.  Costume  Design 3 

c.  House  Fiunishing... 3 

d.  Foods  (Food  study,  cookery,  marketing,  sewing,  dietetics, 

and  nutrition 12 

e.  Clothing  (study  construction  and  renovation  of  women's  and 

children's  clothing  and  household  fabrics,  textiles  and  mil- 
linery         9 

f.  Home  management  (care  of  house,  housekeeping,  including 

laundering,  household  accounts,  budgets.     One  month  of 
practical  housekeeping  is  required) 3 

g.  Home  Niu-sing  and  Child  Care  and  Training 3 

36 

2.  Special  Professional  Courses — 

a.  Materials  and  Methods  and  Practice  Teaching  (at  least 

30  lessons  of  high  school  grade) 6 

6 

C.  Relat  d  Academic  Work 

1.  Inorganic  Chemistry 6 

2.  Organic  Chemistry 3 

3.  Household  Chemistry 3 

4.  Bacteriology 3 

5.  Biology 3 

6.  Physiology 3 

7.  Household  Physics  (would  accept  General  Physics)— 3    • 

8.  Economics 3 

9.  Sociology 3 

10.  EngUsh  and  Oral  Expression 12 

42 

Total  required ,       96 

D.  Academic  Electives 24 

Grand  total __     120 

VI.    Teacher  of  Agriculture  (Smith-Hughes) 

(See  new  catalogue  of  North  Carohna  College  of  Agriculture  and  Engineering.) 

VII.    Teacher  of  Cormnercial  Education 

(SeeEducational  Pubhcation  No.  88,  p.  16.) 


UNIVERSITY  OF  N-C.  AT  CHAPEL  HILL 


00034026474^_ 

FOR  USE  ONLY  IN 
THE  NORTH  CAROLINA  COLLECT 


n~,     OlCiC:^ 


